Gender and academic discipline influences on EFL learners’perceptions of video-based instruction

Oct 15, 2026

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This study examines perceptions of educational videos in English as a Foreign Language (EFL) learning among 176 intermediate and advanced learners in Chile, comparing gender groups and academic disciplines (Social Sciences, Humanities, STEM, and Health Sciences). An experimental, survey-based design evaluates video-based instruction across cognitive processing, affective response, contextual learning, perceived relevance, and usefulness. Cognitive Load Theory frames optimization through cognitive load management and learner engagement. Results show females rate affective response and usefulness higher, while males rate perceived relevance and cognitive processing lower, with consistent overall scores and faculty-based differences.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

Introduction

Background: video-based instruction in EFL

Gender differences in language learning

Academic discipline differences in learning preferences

Australian Journal of Applied Linguistics ISSN 2209-0959 [https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/) Australian Journal of Applied Linguistics, 8 (3), 2185 (2025) [https://doi.org/10.29140/ajal.v8n3.2185](https://doi.org/10.29140/ajal.v8n3.2185) Gender and academic discipline influences on EFL learners’perceptions of video-based instruction OLUSIJI LASEKAN*a MARGOT TERESA GODOY PENAb aDepartamento de Educación e Innovación, Universidad Católica de Temuco, Temuco, Chile bLanguages Coordination, DITFO, Universidad de La Frontera, Temuco, Chile Abstract This study, based on responses from 176 intermediate and advanced EFL learners in Chile, explores the perceptions of educational videos in English as a Foreign Language (EFL) learning among students from different gender groups and academic disciplines, specifically Social Sciences, Humanities, STEM, and Health Sciences. Using an experimental survey-based design, the research examines how male and female learners, as well as students from various academic fields, perceive video-based instruction across five key dimensions: cognitive processing, affective response, contextual learning, perceived relevance, and usefulness. Cognitive Load Theory (CLT) is applied to provide a framework for optimizing video-based EFL instruction by managing cognitive load and enhancing learner engagement across diverse groups. The findings indicate that females tend to rate videos higher in Affective Response and Perceived Usefulness, while men show lower ratings in Perceived Relevance and Cognitive Processing, with consistent scores overall. Faculty-based differences were also evident: Social Sciences and Humanities students rated videos higher in terms of affective response, contextual learning, and perceived relevance. These results highlight the importance of tailoring video content to meet the diverse needs of learners based on gender and academic discipline. The study suggests that educators should integrate both interactive and structured materials to enhance learning outcomes for all students. Keywords: EFL learning, educational videos, Cognitive Load Theory, gender differences, academic disciplines Copyright © 2025 Olusiji Lasekan & Margot Teresa Godoy Pena Introduction The use of videos in English as a Foreign Language (EFL) classrooms has become increasingly prominent due to their effectiveness in enhancing various language skills and fostering cultural awareness. Videos provide authentic language exposure, helping learners improve listening comprehension and pronunciation through dynamic visual and auditory stimuli that reflect real-life contexts, making learning more engaging and meaningful (Hadijah, 2016; Solijonova, 2024) . Research indicates that intermediate and advanced learners experience significant improvements in listening skills with video-based instruction (H.-S. Kim, 2015), and the integration of films enhances cultural understanding, offering a comprehensive learning experience (Solijonova, 2024) . Intensive exposure to authentic video materials has been shown to result in statistically significant gains in listening, reading, writing, and speaking skills (Mekheimer, 2016) . However, to maximize the educational potential of videos, educators must carefully select appropriate content and implement effective pedagogical strategies (Hadijah & Shalawati, 2021; Solijonova, 2024). The multimedia aspect of videos also enhances students’ communicative competence and motivation by providing multiple modes of input, such as visual and auditory elements, which support deeper engagement and varied learning strategies (Gilakjani, 2012; Jeong, 2018, Kirschner, 2017) . Video creation projects, in particular, have proven to be effective in improving cultural understanding, language proficiency, and learner autonomy, especially for lower proficiency students, while also fostering confidence and technological skills (Huang

FAQs

What does the study investigate about EFL learners’ perceptions?

It explores how educational videos are perceived for EFL learning, comparing learners by gender and academic discipline across multiple dimensions such as cognitive processing, affective response, relevance, and usefulness.

How is Cognitive Load Theory used in the study?

Cognitive Load Theory provides a framework for optimizing video-based EFL instruction by managing cognitive load and supporting learner engagement across different groups.

What key gender-related findings are reported?

Females tend to rate videos higher in affective response and perceived usefulness, while males show lower ratings in perceived relevance and cognitive processing, with overall scores remaining consistent.

Oct 15, 2026

Upload by Kurz